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  • 401. The Socialist-Revolutionaries and the labor movement (the beginning of the twentieth century)
    Информация пополнение в коллекции 23.10.2009

    Socialists - the revolutionaries came to a conclusion about the equivalence of the Party and trade unions. They, in their work, are equivalent in the sense of setting historical targets and ultimate goals, and the unions are also entitled to consider themselves as the best fighter and a representative of the entire working class. SRs confused two different concepts: the partisanship of trade unions and whether they have specific tasks in the labor movement. They believed that the Party and trade unions have one goal, and the ways and means of achieving it are different. The thesis of "union neutrality" evoked criticism from the left wing RSDLP - the Bolsheviks, who believe that the main task of trade unions struggle to improve the economic situation of the working class and the political party of the proletariat - the struggle for full political emancipation. SRs same as denying the primacy of the working class, saw their task in strengthening the impact of cooperatives (especially rural), which is associated with their program of "socialization of the land."

  • 402. The Tax System of the United States
    Информация пополнение в коллекции 09.12.2008

    One can analyze the tax system at length in an academic framework, yet real-world tax policy is made through the political process rather than as a result of economic analysis. Thus, the actual tax system will be the product of compromise among various interests in the political arena. In this setting, economic analysis serves two roles. First, it provides arguments that both sides use in the political debate on taxes. No one says that he favors a particular tax, or a particular tax reduction, because it will make him richer. Rather, political interests argue that the tax changes they favor are in the public interest for a variety of reasons. They argue that changes will make the tax system more fair or more efficient, but, to make such arguments, they need to know enough about the economics of the situation that they can use economic analysis to present their cases in the most favorable light. But economic analysis is also used to estimate what the effects of tax changes will be so that interests actually will know which changes will benefit them, and by about how much. There is no sense arguing for a change if it will provide little in the way of real benefits.

  • 403. The teaching knowlege test
    Контрольная работа пополнение в коллекции 07.01.2010

    Denotations

    1. noun daybreak; sunrise.
    2. noun the sky when light first appears in the morning
    3. noun the beginning of something
    4. verb to begin to grow light after the night
    5. verb to begin to develop, appear, or expand
    6. verb (usually foll by on or upon) to begin to become apparent (to)
  • 404. The transition from selling to managing
    Информация пополнение в коллекции 09.12.2008

    Five critical differences between selling and managing

    1. The first responsibility of sales reps is to develop accounts. They must be able to sell accounts in their territory, strengthen the bonds that tie the accounts to the company and to themselves, thus steadily increasing sales volume. Field sales manager has one overriding concern to develop people salespeople. This is by far his chief responsibility. Sales managers success no longer depends on his own sales ability but on his capacity to help others to develop and grow in their jobs, to become more skilled and effective, and to perform better as sales reps.
    2. The second difference is that sales reps perform their jobs by themselves, whereas managers perform their job with others. Some of the best salespeople are described as lone wolves because they are interested only in themselves and their own success. They do produce an excellent volume of profitable business. But not one of them will ever be a manager because they totally fail to understand the meaning of teamwork.
    3. The third difference is functional. The manager must develop his player into a team. He must see to it that his team members like their fellow workers, respect and look up to their supervisors, and are comfortable with them us people. The sales rep is just an individual with a specific job to do, and can do that job without being part of a team. It is the responsibility of the manager to build a team and to get his salespeople to react as members of a team rather than as individuals working alone.
    4. A fourth and vital distinction between the sales rep and the field sales manager is the fact that unlike the salesperson, the manager is a part of management. The manager now represents management, and so can no longer make fun of or run down company policies and objectives. Instead, the manager must be able to explain, sell, and implement these policies.
    5. The contrast between the sales rep and the field sales manager is accentuated by the fact that the field sales manager has a great many more and diverse responsibilities (developing people, recruiting new sales reps, running a branch office, seeing key accounts, handling records, conducting correspondence, and perhaps working with other departments such as advertising, engineering, and credit). The field sales manager must know how to organize the work load and use time effectively to a greater extent than is required of the sales rep.
  • 405. The unions of artists - "THE BLUE ROSE" AND "THE JACK OF DIAMONDS"
    Информация пополнение в коллекции 24.11.2010

    Even more consistently Petrov-Vodkin to images of Old Russian art in such works, as "Mother", "Girls on Volga" (1915), "addresses Morning. Bathers" (1917). Here echoes иконописных images - in fixed ™ movements, in self-immersing of characters, in contemplation by which heroines of these pictures are got are audible. In Petrov-Vodkin's creativity value of eternal images and that towers: a dream and awakening, age steps of a life - adolescence, a youth, motherhood, life circulation between a birth and death - such is a circle of these that. In treatment of a similar sort any new epoch expresses those the ideal representations about a place of the person in the space whole. In the art world they play a role универсалий the philosophical order, towering over variability of the fluid validity. Accordingly in Petrov-Vodkin's graphic system all qualities of the world subject to supervision aspire to the пре to efficient, absolute conditions: Color gravitates to pure, released from atmosphere fluctuations, light has character astral "eternal light", the horizon line reproduces curvature of a planetary surface of the earth according to a principle of so-called spherical prospect which all event in space translates in a rank of the phenomena of space scale. In variety of modern forms of art generalization Petrov-Vodkin allocates what have the concrete art address, - an Old Russian icon and a fresco, and also Italian кватроченто, i.e. those phenomena in scales of national and European art tradition which directly approach to a threshold of the latest differentiation and analytical smashing but where the art world and a image of the world in art was still thought and appeared as the certain integrity informing to ways of art expression the press of the monumental greatness. As whole in feeling of a universal link of times and the phenomena - here that thirsts for world contemplation to express and revive in the modern art Petrov-Vodkin. Программно appealing to associative ability of art memory, he as if urges to guess, what shape and an image have the modern world and art feeling peculiar to it in соизмерении with the nature and history in space of the world cultural experience.

  • 406. The Usage of English and American Idioms
    Информация пополнение в коллекции 27.10.2011
  • 407. The use of common names in idiomatic expressions
    Курсовой проект пополнение в коллекции 13.01.2011

     

    1. All roads lead to Rome This means that there can be many different ways of doing something (www.usingenglish.com).
    2. Big Easy (USA) The Big Easy is New Orleans, Louisiana (www. usingenglish.com).
    3. Coals to Newcastle (UK) Taking, bringing, or carrying coals to Newcastle is doing something that is completely unnecessary (www.usingenglish.com).
    4. Crossing the Rubicon When you are crossing the Rubicon, you are passing a point of no return. After you do this thing, there is no way of turning around. The only way left is forward (www.usingenglish.com).
    5. Dunkirk spirit (UK) Dunkirk spirit is when people pull together to get through a very difficult time (www.dictionary.com).
    6. Fiddle while Rome burns used when you disapprove because someone is spending too much time or attention on unimportant matters instead of trying to solve bigger and more important problems (Longman Idioms Dictionary: 1999:288).
    7. From Missouri (USA) If someone is from Missouri, then they require clear proof before they will believe something (www.usingenglish.com).
    8. Himalayan blunder a Himalayan blunder is a very serious mistake or error (www.usingenglish.com).
    9. Lie back and think of England a humorous expression used when someone has sex without wanting it or enjoying it, and often used when someone has to do another activity or job that they do not want to (Longman Idioms Dictionary:1999:106).
    10. Man on the Clapham omnibus (UK) The man on the Clapham omnibus is the ordinary person in the street (www.usingenglish.com).
    11. More front than Brighton (UK) If you have more front than Brighton, you are very self-confident, possibly excessively so (www.usingenglish.com).
    12. New York minute (USA) If something happens in a New York minute, it happens very fast (www.usingenglish.com).
    13. Not for all tea in China used in order to emphasize that you do not want to do something, and no reward would be big enough to make you to do i (Longman Idioms Dictionary: 1999:340).
    14. On Carey Street (UK) If someone is on Carey Street, they are heavily in debt or have gone bankrupt (www.usingenglish.com).
    15. Road to Damascus If someone has a great and sudden change in their ideas or beliefs, then this is a road to Damascus change, after the conversion of Saint Paul to Christianity while heading to Damascus to persecute Christians (www.usingenglish.com).
    16. Rome was not built in a day This idiom means that many things cannot be done instantly, and require time and patience (www.usingenglish.com).
    17. Saigon moment (USA) A Saigon moment is when people realize that something has gone wrong and that they will lose or fail (www.usingenglish.com).
    18. Somebody met his/her Waterloo used in order to say that someone has finally met a person or thing that can defeat them (Longman Idioms Dictionary: 1999:373).
    19. Send someone to Coventry (UK) If you send someone to Coventry, you refuse to talk to them or co-operate with them (www.usingenglish.com).
    20. Set the Thames on fire If you do something remarkable, you set the Thames on fire, though this expression is used in the negative; someone who is dull or undistinguished will never set the Thames on fire (www.usingenglish.com).
    21. Shipshape and Bristol fashion If things are shipshape and Bristol fashion, they are in perfect working order (www.dictionary.com).
    22. The black hole of Calcutta used about a place that is very dark and very hot and too full of people or things (www.dictionary.com).
    23. When in Rome, do as the Romans do This idiom means that when you are visiting a different place or culture, you should try to follow their customs and practices (www.usingenglish.com).
    24. _____ for England a humorous way of saying that someone does a lot or too much of a particular activity (Longman Idioms Dictionary: 1999:106).
  • 408. The use of communicative approaches in teaching English in elementary school
    Дипломная работа пополнение в коллекции 02.01.2012

    language activities stir a class. In a positive sense stir means that activities wake them up, stimulate them. In a negative sense, it may be that the activity over-excite them or allow them to become unconstructively restless. There are other activities, which have the opposite effect. They seem to settle the children. To put it positively, that means they will calm a class down. The negative side of this is to say that some activities will bore the class into inertia.we know the effect of activities like this, we can plan lesson, which neither stay stuck in dullness nor get out of hand in excitement. So it is useful to make your own list from experience of your particular class or classes. For example, most teachers find copying quietens children like magic. So does colouring. Competitions, on the other hand make children excited and noisy.way of looking at it is in terms of the different effects of different language skills. Oral work always seems to stir. Listening usually settles. You can equally well apply the same stir/settle distinction to any typical and regular teaching. For example, you perhaps have a routine oral exchange of several sentences with which you regularly begin a lesson. Ask yourself whether it basically stir or settles. There may be occasions when it is not an appropriate start.will help to think of any classroom event in this way. What happens when you hand out books? If the answer in your experience is stir then there will be occasions when you quite deliberately choose to delay the event until you have settled the classroom down. In order to have the freedom to adapt, we need to know the effect of what we do. So you count make up a chart, which reflects your experience.

  • 409. The use of the linguacultural texts in teaching undergraduate degrees
    Дипломная работа пополнение в коллекции 15.10.2011

    What a text is? What do we mean by text? We can define text, in the simplest way perhaps, by saying that it is language that is functional. By functional, we simply mean language that is doing some job in some context, as opposed to isolated words or sentences that I might put on the blackboard. (These might also be functional, of course, if I was using them as linguistic examples.) So any instance of living language that is playing some part in a context of situation, we shall call a text. It may be either spoken or written, or indeed in any other medium of expression that we like to think of.important thing about the nature of a text is that, although when we write it down it looks as though it is made of words and sentences, it is really made of meanings. Of course, the meanings have to be expressed, or coded, in words and structures, just as these in turn have to be expressed over again - recoded, if you like - in sounds or in written symbols. It has to be coded in something in order to be communicated; but as a thing in itself, a text is essentially a semantic unit. It is not something that can be defined as being just another kind of sentence, only bigger., we cannot simply treat a theory of text as an extension of grammatical theory, and set up formal systems for deciding what a text is. It is by no means easy to move from the formal definition of a sentence to the interpretation of particular sentences of living language; and this problem is considerably greater in the case of the text. Because of its nature as a semantic entity, a text, more than other linguistic units, has to be considered from two perspectives at once, both as a product and as a process. We need to see the text as product and the text as process and to keep both these aspects in focus. The text is a product in the sense that it is an output, something that can be recorded and studied, having a certain construction that can be represented in systematic terms. It is a process in the sense of a continuous process of semantic choice, a movement through the network of meaning potential, with each set of choices constituting the environment for a further set.of culture. Much of the work of learning a foreign language consists in learning to make the right predictions. If the student coming into school with a first language other than English finds difficulty in using English to learn with, this is likely to be in part because he has not yet learnt to expect in English - to use the context in this predictive way. Tcontext of situation, however, is only the immediate environment. There is also a broader background against which the text has to be interpreted: its CONTEXT OF CULTURE. Any actual context of situation, the particular configuration of field, tenor, and mode that has brought a text into being, is not just a random jumble of features but a totality - a package, so to speak, of things that typically go together in the culture. People do these things on these occasions and attach these meanings and values to them; this is what a culture is.school itself provides a good example of what in modern jargon could be called an interface between the context of situation and the context of culture. For any text in school - teacher talk in the classroom, pupils notes or essay, passage from a textbook - there is always a context of situation: the lesson, with its concept of what is to be achieved; the relationship of teacher to pupil, or textbook writer to reader; the mode of question-and-answer, expository writing, and so on. But these in turn are instances of, and derive their meaning from, the school as an institution in the culture: the concept of education, and of educational knowledge as distinct from commonsense knowledge; the notion of the curriculum and of school subjects; the complex role structures of teaching staff, school principals, consultants, inspectorate, departments of education, and the like; and the unspoken assumptions about learning and the place of language within it.these factors constitute the context of culture, and they determine, collectively, the way the text is interpreted in its context of situation. It is as well to know what we are assuming, as teachers, when we stand up in front of a class and talk, or when we set pupils a task like writing a report or an essay, or when we evaluate their performance in that task.have not offered, here, a separate linguistic model of the context of culture; no such thing yet exists, although there are useful ideas around. But in describing the context of situation, it is helpful to build in some indication of the cultural background, and the assumptions that have to be made if the text is to be interpreted - or produced - in the way the teacher (or the system) intends.lesson in culture. This paper argues for a new interpretation of culture which potentially challenges traditional works of culture common in discussions of foreign and second language learning. It also proposes ways to restructure curriculum around this new interpretation. Three different perspectives on culture are developed: first, culture creates differences and tension, both of which propel learning; second, culture is not a fact but a process of learning; third, culture can be used in a monolingual/monocultural and multilingual/multicultural setting. The theoretical perspective explained here is grounded on the premise that knowledge, or meaning generation, is constructed as the result of a transaction between an individuals conception of the world (individual culture) and the world outside the individual (social culture). From this standpoint, culture resides in, rather than being separate from, each individual. This progressive theory of culture allows us to restructure the curriculum in ways that highlight learner participation, the importance of social transaction, and the role of tension in promoting learning. After an explanation of this alternative interpretation of culture, suggestions for creating a classroom environment consistent with that interpretation are explored.paper potentially challenges the ways in which traditionally existing perspectives work culture and its relationship to language learning. In what follows, the traditional works on the role of culture in foreign or second language learning and teaching will be discussed, and contrasted to a new interpretation of culture. Finally, the creation of an environment that supports learning, and which involves the introduction of classroom activities, will be suggested.is often neglected in EFL and ESL teaching/learning, or introduced as no more than a supplementary diversion to language instruction. Yet changes in linguistic and learning theory suggest that culture should be highlighted as an important element in language classrooms. Efforts linking culture and language learning are impelled by ideas originating in sociolinguistic theory and schema learning theory. Sociolinguistic theory focuses on the social and cultural aspects of language. From a sociolinguistic perspective, competence in language use determined not only by the ability to use language with grammatical accuracy, but also to use language appropriate to particular contexts. Thus, successful language learning requires language users to know the culture that underlies language.to both EFL and reading instruction is the premise that deficiencies in cultural background knowledge create learning difficulties. It follows that understanding the culture of the text is essential to successful language learning; without the appropriate cultural schema to aid understanding, what is learnt must necessarily be incomplete.new interpretation of culture. A new interpretation of culture, which focuses on culture as a process of learning rather than an external knowledge to be acquired incidental to the facts of language, reconceptualizes our work toward culture in EFL. This reconceptualization helps us to reposition the role of culture in learning. Sociolinguistics, schema learning, and cultivation theories all focus on cultural knowledge as an essential component for gaining competence in learning second and foreign language., that triggers learning is not culture but the process of meaning generation, and the differences and tensions that come from encountering various cultures. As valuable as sociolinguistics, schema, and cultivation theories are for pushing us into more effective ways of conceiving language learning, if we examine Peircian semiotics (1992), then these theories present several problems.(1868) wrote that no cognition not determined by a previous cognition , then, can be known. In other words, we must use our inner, pre-existing cognition to make sense of the outer world, to detect and expand meaning. That inner text is formed through our multiple experiences with the world. As a result, each individual has his or her own uniqueness, and carries his or her own culture. Second, any meaning-making is a transaction between our own inner world and the external world (environment). Meaning is generated as a result of transactions between our conception of the world and our confrontation with that world. In other words, all knowledge is a dynamic construction orchestrated by language users. As an example, think of the differing concepts held by Americans of the words Michael Jordan, conceptions developed from previous experiences as consumers of news, television, or other entertainment media. When an American sees the words Michael Jordan on a bulletin board, one may recall a Chicago Bulls basketball game that he or she has watched, that brings to mind the grace in movement of a particular play, while another may recall some sporting shoes they purchased and which may be needing repair. Yet the bulletin board may refer to a wholly different context, such as an attack on the athlete for endorsing Nike shoes. In this way, any meaning we construct is a transaction between our own perspectives - developed from our past experiences in the world - and the reality of that present world.can infer from this meaning-making process an interpretation of culture. Every new perspective on culture is the transaction between each individuals culture (developed from a personal history of the world) and social culture (composed of the histories of others). An individual culture (IC) refers to each individuals conception, which becomes a culture in itself. The world outside the individual - other people and their environments - becomes the social culture. (SC). When we apply these terms to the language classroom, SC will include not only people in the immediate society of the language learners, but also those who live in the target language culture (TC) - the culture of the second or foreign language being learned. Any knowledge or meaning that we generate is the result of transactions between IC and SC. As a consequence of the interaction between them, a new perspective on culture is developed through a process that is always incomplete, and continuously evolving. The triad relationship among these terms, which draws on Peirces theory, is illustrated in Figure 2.

  • 410. The War of the Roses: the Historical Facts of the Tudor Myth (Shakespeare’s Histories)
    Курсовой проект пополнение в коллекции 25.02.2010

     

    1. E. F. Jacob, The Fifteenth Century (1961);
    2. P. M. Kendall, The Yorkist Age (1962, repr. 1965);
    3. S. B. Chrimes, Lancastrians, Yorkists, and Henry VII (1964);
    4. J. R. Lander, The Wars of the Roses (1965);
    5. C. D. Ross, Wars of the Roses: A Concise History (1976);
    6. E. Hallam, Wars of the Roses and Chronicles of the Wars of the Roses (1988);
    7. J A.J. Pollard. Richard III and the Princes in the Tower
    8. Alison Weir. The Princes in the Tower.
    9. Anne Sutton, Livia Visser-Fuchs. Richard III's Books.
    10. Anne Sutton, Peter Hammond. The Coronation of Richard III.
    11. Bertram Fields. Royal Blood.
    12. Charles Ross. Richard III. Methuen, 1981
    13. Charles Wood. Joan of Arc and Richard III.
    14. Desmond Seward. Richard III: England's Black Legend.
    15. Jeremy Potter. Good King Richard?
    16. Keith Dockray. Richard III: A Reader in History, Sutton, 1988
    17. Michael Hicks. Richard the Third, Tempus, 2001.
    18. Paul Murray Kendall. Richard III: The Great Debate.
    19. Paul Murray Kendall. Richard the Third.
    20. Peter Hammond and Anne Sutton. Richard III: The Road to Bosworth Field.
    21. Richard Drewett & Mark Redhead. The Trial of Richard III.
    22. Rosemary Horrox. Richard III: A Study in Service.
    23. Rosemary Horrox. Richard III and the North.
    24. V.B. Lamb. The Betrayal of Richard III.
    25. Winston Churchill. History of the English Speaking Peoples. The Birth of Britain, Vol. 1.
    26. Pollard, Wars of the Roses (1995); A. Weir, Wars of the Roses (1995).
  • 411. The ways to increase effectiveness of e-marketing in "Print Express Company"
    Контрольная работа пополнение в коллекции 15.02.2011

    Application of quantitative methods is limited due to the following reasons:

    1. complexity of object of studying, nonlinearity of marketing processes, presence of threshold effects, for example, a minimum level of stimulation of sales, time logs (for example, reaction of consumers to advertizing often isn't carried out immediately);
    2. effect of marketing variables interaction are interdependent, for example, the price, assortment, quality, release volume;
    3. complexity of measurement of marketing problems; it is difficult to measure reaction of consumers to certain stimulus, for example, advertizing, indirect methods of an estimation therefore are often applied;
    4. instability of the marketing interrelations caused by changes of tastes, habits, estimations, etc., relative incompatibility of the personnel which is engaged in marketing and application of quantitative methods in its estimation. The first give a priority to the informal methods, the second to mathematical modeling.
  • 412. Theoretical and methodological aspects of translation
    Информация пополнение в коллекции 14.08.2010

     

    1. Аристова Н.Б. Основы перевода. М. : Изд.-во л-ры на иностр. яз., 1959.- 256 с.
    2. БархударовЛ.С.Мова і переклад: питання загальної і окремої теорії перекладу. - М.: Міжнародні відносини, 1975. 235 с.
    3. Бархударов Л.С. Язык и перевод.- М.:Междунар. отношения, 1975. 238 с.
    4. Беляева М.А. Грамматика английского языка. - М.: Высшая школа, 1984. 318 с.
    5. Блох М. Я.Теоретическая грамматика английского языка: Учебник. Для студентов филол. фак. ун-тов и фак. англ. яз. педвузов. М.: Высш. школа, 1983. 383 с.
    6. Граур А. Научно-техническая революция и задачи интернационализации научно технической терминологии. - // Интернациональные элементы в лексике и терминологии. Харьков: Вища школа. 1980.- 137-138 сс.
    7. Комиссаров В.Н. Слово о переводе. - М.: Междунар. отношения, 1873. 213 с.
    8. Крупнов Н.В. Курс перевода. М.: Междунар. отношения, 1979. 232 с.
    9. Кунин А.В. Фразеология современного английского языка. М.: Междунар. отношения, 1972. - 287 с.
    10. Суперанская А.В. Теоретические основы практической транскрипции. М.: Наука, 1978.- 282 с.
    11. Федоров А.В. Основы общей теории перевода. М.: Высш. школа, 1983. 303 с.
    12. Collins V. H. A book of English idioms. Л.: Учпедгиз, 1960. 258 с.
    13. Galperin I.R. Stylistic. М.: Высш. шк., 1981.- 334 с.
    14. Korunets I.V. A course in the Theory and Practice of translation. K.: Высш. шк., 1986. 174 с.
    15. Korunets I.V. Theory and Practice of Translation. Вінниця: Нова книга, 2000. 446 с.
    16. Nida E. Componential Analysis of Meaning. The Hague Paris: Moton? 1975. 269 p.
    17. Povey J., Walshe I. An English Teachers Handbook of Educational Terms. 2 nd. Rev. Ed. M.: Vyssaya Scola, 1982. - 381 p.
    18. Quirk R., Greenbaum S., Leech G., Svartvik J. A University Grammar of English. - М., Высш.шк., 1982. 391 с.
    19. Swan M., Walter C. Good Grammar Book. - Oxford University Press, 2001- 317 c.
  • 413. Theoretical phonetics
    Методическое пособие пополнение в коллекции 14.04.2012
  • 414. Theories of European Integration
    Контрольная работа пополнение в коллекции 24.03.2010

    European integration as a process that unfolds over time, and the conditions under which path-dependent processes are most likely to occur. Working from essentially rationalist assumptions, Pierson argues that, despite the initial primacy of member governments in the design of EU institutions and policies, gaps may occur in the ability of member governments to control the subsequent development of institutions and policies, for four reasons. First, member governments in democratic societies may, because of electoral concerns, apply a high discount rate to the future, agreeing to EU policies that lead to a long-term loss of national control in return for short-term electoral returns. Secondly, even when governments do not heavily discount the future, unintended consequences of institutional choices can create additional gaps, which member governments may or may not be able to close through subsequent action. Thirdly, the preferences of member governments are likely to change over time, most obviously because of electoral turnover, leaving new governments with new preferences to inherit an acquis communautaire negotiated by, and according to the preferences of, a previous government. Given the frequent requirement of unanimous voting (or the high hurdle of QMV) to overturn past institutional and policy choices, individual member governments are likely to find themselves immobilized by the weight of past initiatives (Pierson 1996b: 137). Finally, EU institutions and policies can become locked-in not only as a result of change-resistant institutions from above, but also through the incremental growth of entrenched support for existing institutions from below, as societal actors adapt to and develop a vested interest in the continuation of specific EU policies. In the area of social policy, for example, the European Court of Justice (ECJ) has developed jurisprudence on issues such as gender equity and workplace health and safety that certainly exceeded the initial expectations of the member states; yet these decisions have proven difficult to roll back, both because of the need for unanimous agreement to overturn ECJ decisions and because domestic constituencies have developed a vested interest in their continued application.

  • 415. Thе Communist Party of Australia
    Сочинение пополнение в коллекции 16.06.2010

    One of the main issues discussed by those who have dealt with this period has been the significance of the intervention by the Executive Committee of the Communist International (hereafter known as the ECCI) prior to and on the eve of the ninth conference. Opinions on this matter may be coloured by hindsight and one's own leanings. J.D. Blake has made the point that it is easy to use documented evidence to prove a certain case and filter out (albeit unconsciously) evidence which does not fit the pattern. In making judgments on the role of the Comintern and on its effect on the policies of the CPA this is particularly evident. The Comintern has been perceived as an alien organisation subversively interfering with Australian politics by some, and as an embodiment of working class international solidarity transcending national barriers by others. Present day knowledge of Stalin's domination of the Comintern from 1929 can also distort our perceptions of the way it was seen then. In writing a history of the Communist Party, the position taken by Lance Sharkey, one of the central figures in opposition to the Kavanagh leadership, is that the ECCI intervention was vitally necessary in order to overcome what he considered to be the right-wing opportunism of the Central Committee Executive (CEC) if the CPA was to develop as an independent force. In this he is supported by Ernie Campbell in his analysis of the period. Jack Blake judges the differences between the antagonists as "not so fundamental as they were later made to appear" but sees the intervention by the ECCI as the factor which turned the scale in favour of the opposition “at least at the top”. Alastair Davidson's work is that the opposition gained the ascendancy over the leadership as a result of support gained by appeals to both the ECCI and the rank and file resulting in the defeat of the leadership at the ninth conference. Tom O'Lincoln asserts that with Soviet backing the opposition's victory was assured, while Peter Morrison rejects the work that the CPA was a tool of the Comintern. He states that the defeat of the Kavanagh leadership at the conference was a direct result of the experience of the CPA in Australia with the Sydney-based national leadership finding itself out of step with its state constituents. The ECCI was merely “a pawn” in the game.

  • 416. Tolerance (critics on Tony Campolo's Article)
    Сочинение пополнение в коллекции 08.08.2010
  • 417. Tourism in Germany
    Информация пополнение в коллекции 03.10.2010
  • 418. Tourism. Types of tourism
    Контрольная работа пополнение в коллекции 10.11.2010

    Extreme tourism or shock tourism is a type of niche tourism involving travel to dangerous places (mountains, jungles, deserts, caves, etc.) or participation in dangerous events. Extreme tourism overlaps with extreme sport. The two share the main attraction, "adrenaline rush" caused by an element of risk, and differing mostly in the degree of engagement and professionalism. Extreme tourism is a growing business in the countries of the former Soviet Union (Russia, Ukraine, Azerbaijan, etc.) and in South American countries like Peru, Chile and Argentina. The mountainous and rugged terrain of Northern Pakistan has also developed into a popular extreme tourism location. While traditional tourism requires significant investments in hotels, roads, etc., extreme tourism requires much less to jump-start a business. In addition to traditional travel-based tourism destinations, various exotic attractions are suggested, such ice diving in the White Sea, or travelling across the Chernobyl zone. Demand for extreme tourism in Russia is greatly increased. Tourists firms actively offer rafting, traveling on horse back, by bicycle and motorcycle. More and more people are attracted by rafting, diving, pleasure flight on balloon and many others. Russians are testing their nerves more and more often nowadays. Extreme tourism is becoming very popular in the country. Extreme tourists Fyodor Konyukhov, Dmitri and Matvei Shparo have become symbols of Russian fearlessness, and their names are skillfully used as brand names by manufacturers of tourist equipment. Diving is very popular in the whole world. It is underwater diving with special apparatuses, providing a swimmer with breathing. Diving is both a sport and entertainment. Recently, diving has become one of the trendiest varieties of extreme tourism in Russia. As many as 15,000 Russians practice diving. They enjoy underwater scenery not only in warm seas - the Black Sea, for example, but also in cold waters of the Arctic Ocean. To practice the Black Sea diving you do not have to be rich. To do the same near the North Pole is quite a pricey affair. You should have at least a thousand dollars to pay for instruction lessons and special equipment. Military-style recreation is one of the most exotic types of extreme tourism offered by Russian tour agencies. It includes military-historical and military technical programs and is intended for those who would want to drive a tank, or fly a combat aircraft, or shoot live rounds. So far, this type of extreme activities is still being tested on tourist market.

  • 419. Traditional Meals in Mexico
    Доклад пополнение в коллекции 03.08.2010
  • 420. Tragic heroes in modern English literature
    Дипломная работа пополнение в коллекции 13.04.2010

     

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